Believes Rousseau's preoccupation with nature and methods of morality can suggest appropriate reforms for today's schools. (DS)

Claims that over-reaction to the open school concept should result in converting schools to a boring and aimless wasteland'' unless precision, purposefulness, and efficiency'' are maintained. (DS)

Presents alternative school systems as opportunities for urban children to obtain a quality education, which will enable them to escape ghetto living conditions. (Author/RK)

Article considers the development of cultural awareness among the minorities in America and the programs that aided students to gain and work for cultural pluralism. (RK)

The purpose of this paper is to review Professor Peters' notion of education as initiation' and to suggest that it involves a paradox of freedom for both teachers and pupils. (Author)

Discusses existentialist-based thinking, and the dialogue concerning it, and urges the implementation of such thinking into educational practice. (Author/RK)

Describes a research project designed to promote career awareness, understanding of self, and intelligent career planning. (BH)

The purpose of this article is to postulate the criteria essential for open classrooms, with the further goals of initiating a dialogue regarding these criteria, eliminating misconceptions, and paving the way for evaluation and research. (Author)

Author argues that progressive primary schools are reducing the opportunities of working class children. (Editor)

Rather than change the education system to make it more humanistic, authors advocate altering teachers' philosophies. (AF)

The issue is whether the public junior colleges of Illinois will make occupational preparation a more vital portion of the total educational program. (JS)

Until community educators direct their efforts to the development of sound theory from which to test the results of social and educational problem-solving activity, there is little hope for universal adoption of community education as a viable movement. (Author)

Reports the experience of a two-year community college which was originally accredited through the conventional method and was later permitted to substitute a mixture of conventional, Case Study, and innovative techniques for its re-evaluation. (Author)